Integrating Math Study Skills into Online and Classroom Courses Dr. Paul and Kimberly Nolting Academic Success Press, Inc.


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1 Integrating Math Study Skills into Online and Classroom Courses Dr. Paul and Kimberly Nolting Academic Success Press, Inc. Copy right
2 Workshop Agenda Variables Contributing to Math Success National Math Summit at AMATYC Research on Integrating Math Study Skills Guiding Students to Develop Study Systems Student study Strategies Integrating Math Study Strategies into the Classroom with Independent Learning Homework Points & Test Questions
3 Variables Contributing to Student Academic Achievement (Bloom, 1976) Placement Grades Math history Disabilities Cognitive Entry Level Skill + IQ Aptitude Learning speed Learning styles 24/7 Web accesses Tutor training On line vs. classroom Quality of Instruction Selfconcept Locus of Control Attitudes Anxiety Study Habits Math study skills classroom and online Persistence  My Math Success Plan
4 Maximize Students Affective Characteristics Corequisite 1 hour math study skills course + Basic Algebra course MGF 1050 (Students repeated Basic Algebra 14 times took math study skills course.) Significant at.05 p level (Nolting, 1986, 1990) Dana Center (Uri UT) suggestion Readiness, Behavior and Foundational Mathematics Course Success (Li, Zelenka. 2013) JDE (Placement and Study Behaviors predict math success) Carnegie LSCC Integrated math study skills into the Intermediate Algebra classroom (2007) 39% to 57% BCF Integrated math study skills into prealgebra course (2007) 23% to 60% pass rate. Implementing a Math Study Skills Course (Lewis, 2014, unpublished masters thesis) Significant grade increase. National Math Summit 2013Student better learners
5 Success Rates Prealgebra and Corequisite Math Study Skills Course/Lab SUCCESSFUL COMPLETERS MAT 0002/0012 FALL BRADENTON 90% 80% 78% 70% 68% 68% 67% 70% 72% 68% 60% 58% 56% 58% 59% 53% 50% 40% 30% 20% 10% 0% Fall 88/89 Average Baseline Fall 90 All Students  Math Study Skills Course Fall 91 No Math Study Skills (NMSS) Fall Average Success Rate NMSS Fall 98 All Students Took Math Study Skills in Lab Fall 98 Math Study Skills in Lab Fall 99 Math Study Skills in Lab Fall 00 Math Study Skills in Lab Fall 01 Math Study Skills in Lab Fall 02 Math Study Skills Optional Fall 03 NMSS Fall04 NMSS
6 Enhanced Pre Algebra, Basic Algebra and Intermediate Algebra for Repeating Students and Students with Disabilities Math Course Average Pass Rate for Pilots Pass Rate for Nonpilot Pre Algebra (also with low tests scores < 30 on Arithmetic Accuplacer) Instruction 48% Manipultitives Lecture, quiz, group work, math study skills 33% Lecture Basic Algebra 67% 33% Instruction Lecture quiz group math study skills12 hr Lecture Intermediate Algebra Lecture, group, faculty follow up, quiz 70% 40%
7 Study System Overview Students need strategies for the following learning activities. Class Lectures Online Lectures Textbooks Text Book Homework Online Homework Test Preparation Test Anxiety Paper Tests Online Tests t Notetaking Systems Reworking Notes Textbook Reading System Learning from Homework Homework/Test Reviews Practice Tests Test Anxiety Reduction Ten TestTaking Steps Test Analysis
8 Guidelines for Integrating Study Strategies Require students to practice study strategies outside of class. Continually tell students that study strategies help them save time in the long run and learn more productively. Reward them for learning and using math study strategies with points like home work or test questions
9 Instructor and Student Support Instructor Resources when bundled with Hawkes products Instructional Power point slides of for each chapter Teacher s Manual Math Study Skills Evaluation student results ed chapter assignments Sample course outlines and syllabi Student Resources with purchase of Winning at Math text Math Study Skills Evaluation & Locus of Control survey Online chapter assignments to be ed to instructor Memory strategies web sites Organization and procrastination Web site resources Math skills practice Web sites
10 Math Study Skills Content How Learning Math is Different and Why it Pays Off Assessing Math Learning Strengths Math Study Skills Evaluation, Text Anxiety Inventory & LOC Managing Math Anxiety, PTSD & Reducing Test Anxiety Creating a Positive Study Environment & Manage Time Understanding & Improving the Memory Process Improving Listening & Math NoteTaking: C & O Improving Math Reading & Homework Skills: C & O Improving Math TestTaking Skills: C & O How to Take Control of Your Motivation & My Math Success Plan
11 How Learning Math is Different and Why It Pays Off Curriculum progresses twice as fast. Most deep learning is outside of class. Math/science requires sequential skill learning Students must demonstrate they understand the concepts, not just mimic the problems Math/science is a foreign language. Math is like a sport, puzzle or music. Online/modular courses require more independent learning It is socially acceptable to fail math. Learning math/science will pay off. Let students discuss their math learning problems. Discuss the concept, the more math you learn the more money you will make. Learning math requires special study strategies and habits Let the students discuss attitudes towards math
12 Assessing and Using Your Math Learning Strengths Continually tell students that study strategies help them save time in the long run and learn more productively. Ingredients for math success Bloom chart Learning Modality Inventory for Math Students Math Study Skills Evaluation WAM Test Anxiety Inventory Online Math Readiness Survey and Web Site Math Learning Profile Sheet: Student strengths and Areas for Improvement
13 Question #4 My habit is that I: C. almost always become anxious and forget important concepts during a math test. Your response indicates that you have symptoms of math anxiety and/or test anxiety. Math and test anxiety are learned responses, which can be unlearned. You need to learn how to control your anxiety by using relaxation techniques and positive selfstatements during homework and tests. You need to read pp & pp in Math Study Skills Workbook. Math Study Skills Survey Joe College, the overall result of your evaluation is a score of 51. A score of 79 and below means you need to improve your math study skills and this could be the main reason you may have had having difficulty. Question #1 My habit is that I: A. seldom study math every school day. Your response indicates that you may not understand that math has a sequential learning pattern. A sequential learning pattern means material learned one day is used the next day and the next day and so forth. That means putting off studying math will lead to poor math grades. You need to study and do your homework before each class. You need to read pp in Math Study Skills Workbook
14 M Managing Test Anxiety: Causes Association of grades with selfworth. Develops from different types of fears. Can stem from feeling of lack of control and change a situation. Previous embarrassment from teacher, students, family. Placed in the wrong class. Past and continued negative experiences. Consequence of perfectionism. Fear of timed tests. Poor study and personal habits. A traumatic life threatening experience Reliving it with fear Anxiety strikes all types of students
15 Tensing and Relaxing Technique Relax all your muscles. Tense your muscles. Pull up with your arms tight. Press down with you feet and legs. Hold for a few seconds. Relax. Repeat one more time if necessary.
16 Calm Yourself Right before the Test When you get to the classroom and you want to avoid all the panicky talk going all around you, try the Palming technique. Place your palms on your forehead. Think of a place that is very relaxing to you. Pretend you are there. Or, you can think about your memory mental cheat sheets. Cognitive positive self statements The other benefit is that the other students will think you have a headache and will leave you alone.
17 How to Improve Listening and Notetaking Skills Listen Effectively Golden Triangle of Success Warming up for math class Student task Use abbreviations When to take notes a. Writing on the board b. Summarizing c. This is a tricky problem Seven Steps to Note taking Model the steps on the board Math glossary put vocabulary words on tests Math vocabulary cards Reworking notes Students take notes and compare their notes Helping students ask questions
18 Class Notetaking System Three Column Method Math Problem Key Words/Rules/ Properties Examples/Problem Steps Explanations and questions I need to ask myself
19 Integrating Notetaking System into Classroom Learning Option One 1. Use 3 column method on the board or use premade 3column power point. Do this for a few classes. 2. Use 3 column method, asking students to fill in the keywords/rules column. Do same with Explanation column. Do this for a few classes. 3. Organize lecture and remain sequential so that students can listen and take notes in three column fashion. 4. Teach Seven Steps to NoteTaking 5. Teach notetaking system for doing problems
20 Scaffolding: Math notetaking Three column notetaking method on the board. 1. Instructor models the method for 2 weeks or so. 2. Instructor provides outline for the students. Students must fill in details during class. 3. Instructor provides the process column. Students discuss the questioning column. Students fill in vocabulary, rules outside of class. 4. Instructor still organizes presentation of information in a way that students can use the 3 column, but does not model it on the board. Time is provided for students to compare notes at end of class.
21 Learning from the Textbook Different reasons to use the textbook: Before class: Become familiar with vocabulary and concepts. Helps you collect all the details during class. After class: Helps glue all the details together or fill in the details you missed. Before homework: Reading the textbook and reviewing notes before starting homework reduces the number of times you flip the pages Hawkes Learn Mode Visit your instructor during office hours and ask for a system for using the textbook. Try some of the strategies from this workshop.
22 Reading (Study) Strategies Set up a section in a notebook for vocabulary. Collect the vocabulary words as you read and then as they are discussed in class. Remember that everyday words may mean something different in math. Math is a foreign language! Use the learning objectives in each chapter to make sure you are learning everything you need to learn. Can make note cards of each learning objective with vocabulary words listed and sample math. Explain the math to yourself or someone else like another student you study with. Review older material 15 minutes each day by skimming a section of the textbook. Teach students Ten Steps to Reading a Textbook or Online Text Reading a math textbook = studying the material, learning it, and storing it in long term memory. Reading a math textbook takes more time. You can t skim the book when you are reading to understand. It might take an hour to work through 45 pages.
23 Learning Homework System Teach students reasons for doing homework Hawkes Practice Mode demo in class Teach students that just completing homework does not mean you will pass the test Hawkes Mastery Approach test practice no aids Teach students that they must take something away with them after doing homework Teach students Ten Steps for Doing Your Math Classroom or Online Homework
24 Reviewing to Maintain Information in Longterm Memory Use chapter review sheets or expanded homework or vocabulary lists for daily minute reviews. Rework your notes, inserting vocabulary, rules, and properties where they belong. Review more when the material is more difficult. Reread the textbook. Get together with a friend and discuss your notes and other review tools. Review your homework problems that you missed online
25 Preparing for Tests Review all the time. Practice master learning. Make up mental cheat sheets and memorize them. Ask instructor for practice tests. Make a practice test with other students. Let instructor review for accuracy. Memorize vocabulary & use while reviewing problems. Study what you do not know. Take a practice test using the Ten Steps to TestTaking. One of the best pieces of advice is to assume you are preparing for the test whenever you are working math in class, as homework, as review.
26 Taking the Test: Ten Steps for Taking a Test 1. Memory Data Dump 2. Preview Test 3. 2 nd Memory Data Dump 4. Test Progress Schedule 5. Answer Easy Questions 6. Skip Difficult Questions 7. Review Skipped Questions 8. Guess at Remaining Questions 9. Review All of the Test 10.Use all the Test Time Teach students Ten Steps to Taking an Online Test The first student done with the test may not be the smartest in the class. Often the smart students are the ones that take the entire time to make sure they do everything accurately. Be brave. Stay in the room and make sure you complete everything accurately.
27 Six Types of Testtaking Errors 1. Misread Directions 2. Careless Errors 3. Concept Errors 4. Application Errors 5. Test Procedure Errors 6. Study Errors Teach Final Exam Perpetration This is why they invented the eraser! Use the eraser wisely. Sometimes it is better to scratch something out at first and then make sure the correction is right. Go back and erase, leaving the correct information. Sometimes when we are nervous, we may change a correct a right answer. We erase the right answer, go on to other problems, check the test and discover we changed an answer incorrectly and have forgotten the right answer.
28 How to Take Control Over Math and Develop a Student Math Success Plan Develop Internal Locus of Control, SelfEfficacy Avoid Learned Helplessness Overcome Procrastination by Defeating Fear of Failure, Fear of Success, Rebellion Against Authority and Perfectionism How to Improve SelfEsteem and Persistence How to Communicate to Your Math Instructor How to complete My Math Success Plan
29 Decreasing Procrastination and Improving Motivation/SelfEfficacy Learn helplessness student task on repeating math courses Why procrastinate student group task Fear of failure Fear of success Rebellion Perfectionism Which one is student reason student group task Improve motivation/selfefficacy student group task Setting up SMART goals Specific goal Measurable ActionOriented Realistic Timely Improving selftalk Analyzing selftalk Positive selftalk Helping students develop their Math Success Plan
30 Contact Us for Followup Conversations
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